Subject (s):

Math

Lesson & Unit

Geometry and
Spatial Sense
60 min

Intended Student
Outcomes

Specific Expectations:
- Identify and compare various polygons (i.e., triangles, quadrilaterals,
pentagons, hexagons, heptagons, octagons) and sort them by their
geometric properties (i.e., number of sides; side lengths; number of
interior angles; number of right angles)
- compare and sort prisms and pyramids by geometric properties (i.e.,
number and shape of faces, number of edges, number of vertices),
using concrete materials;
- Construct rectangular prisms (e.g., using given paper nets; using
Polydrons), and describe geometric properties (i.e., number and shape
of faces, number of edges, number of vertices) of the prisms.
- identify and describe the two-dimensional shapes that can be found in
a three dimensional figure
Student Learning Goals
Responsibility: Student takes the time to complete assigned work and hand it
in during class time.
Collaboration: Students work together to learn new things, helping one
another solve problems and make decisions

Assessment

Rationale

Teacher will briefly assess children diagnostically first to understand

where the students are in in their learning about shapes.
Teacher will use anecdotal notes to begin, in order to assess if the
children understand two-dimensional shapes and are ready to move
forward to three- dimensional forms
Teacher will then formatively assess the students by allowing them to
work together to make new discoveries about shapes in their
classroom.
Discussion will take place, so that students can share their findings,
becoming self-reflective learners.
Students will have a chance to collaboratively correct their findings,
or help correct peers findings.
Students will formatively be assessed through their prism creation on
their understanding of how a 2D shapes can create a 3D form.
Through group work teacher will be observing behavior,
responsibility and collaboration.
This lesson relates to the unit of geometry and spatial sense, because
it builds upon basic geometric shapes and allows students to make

Motivation/Anticipatory
Set
(Minds On)

discoveries of how shapes make up our physical world. It also helps

students identify, share a manipulate shapes to create knowledge
based in geometry.
This lesson is building upon previous lessons of two-dimensional
shapes and showing how they make up and are displayed in threedimensional shapes, therefore scaffolding their knowledge.

(5min)
-Teacher will review with students common 2D shapes previously
learned by getting them to recognize shapes
- Teacher will use a bag filled with blocks of all different 2D shapes,
describing the properties and letting the students activate knowledge
by giving the shapes

(10 min)
Teacher will introduce new 3D forms to students by activating their
prior knowledge: Does anyone know what a 3D form is?, Can
anyone give me an example of a 3D form?
Same bag activity this time with 3D form describing the shapes
seeing how much the students can recognize
Teacher will then proceed with displaying various geometrical 3D
form (Cube, rectangular prism, sphere, cone, etc.) , explaining how
they surround us in everyday life, using classroom examples to
further that understanding

(10 min) Teacher will perform magic trick with rectangular prism
net. Student will see the net laid out flat, close their eyes, teacher will
manipulate the net, and students will open their eyes to see the new
3D form.
-Students will then participate in counting vertices, edges and faces to
understand that difference between a 2D shape and a 3D form
Action On

Closure
(consolidation)

(20 min)
Students will divide into groups of three and be handed three different
2D nets (pyramid, cube, rectangular prism)
Task is to allow the groups to work together in creating their own
magic trick, this time learning the trick and building their own.

(10 min) Once the nets are built students will complete worksheet #1
helping one another discover the vertices, faces and edges on each of
their newly created shapes

Teacher will monitor progress and give away tricks performed,

staying at a distance allowed the children to work together in
discovering new concepts. A constructivist approach is best suited for
this lesson in order for the students to scaffold their learning from 2D
to 3D shapes.
(10 min)
Once nets are completed discussion about the new 3D shapes will be

Accommodations/
Modifications

Materials/Equipment/
Technology

Reflection (complete
after lesson is taught)

had this time allowing students to discover what 2D shapes they

recognize in their 3D shapes.
Important to show students how 2D shapes and 3D forms relate and
where their knowledge of 3D stems from.
Students will also have the chance the share new real life structures
they have discovered after spending time understanding their new
shapes.
After making your own shapes, has anyone thought of any other real
life objects that may look like your shapes?
Can anyone tell me if they see any 2D shapes in their new 3D
shapes, and how many?
Lesson will accommodate any students who struggle with the making
of the nets due to any disability by having pre- made nets and blocks
in order to discover the 3D properties
2D and 3D blocks
Cube, rectangular prism and Pyramid Nets
Worksheet #1
Classroom objects that resemble shapes
Reflect on the strengths, weaknesses, and next steps to improve your
teaching practice